Student Behavior

Ask questions such as, Why did this happen?  What can I find out about this?  How can this problem be solved?
Show interest in the topic.

Stage of the Instructional Model

Engage Initiates the learning task.  The activity should make connections between past and present learning experiences, and anticipate activities and organize students’ thinking toward the learning outcomes of current activities.

Teaching Strategy

Creates interest.
Generates curiosity.
Raises questions and problems.
Elicits responses that uncover students’ current knowledge about the concept/topic.

Thinks creatively within the limits of the activity.
Tests predictions and hypotheses.
Forms new predictions and hypothesis.
Tries alternatives to solve a problem and discusses them with others.
Records observations and ideas.
Suspends judgment.
Tests ideas.

Explore Provide students with a common base of experiences within which current concepts, processes and skills are identified and developed.

Encourages students to work together without direct instruction from teacher.
Observes and listen to students as they interact.
Asks probing questions to redirect students’ investigations when necessary.
Provides time for students to puzzle through problems.
Acts as a consultant for students.

Explains possible solutions or answers to other students.
Listens critically to other students’ explanations.
Questions other students’ explanations.
Listens to and tries to comprehend
explanations offered by the teacher.
Refers to previous activities.
Uses recorded observations in explanations.

Explain Focus students’ attention on a  particular aspect of their engagement and exploration experiences, and provide opportunities to demonstrate their conceptual understanding, process skills, or behaviors.  This phase also provides opportunities for teachers to introduce a concept, process or skill.

Encourages students to explain concepts and definitions in their own words.
Asks for justification (evidence) and clarification from students.
Formally provides definitions, explanations and new vocabulary.
Uses students’ previous experiences as the basis for explaining concepts.

Applies new labels, definitions, explanations, and skills in new, but similar, situations.
Uses previous information to ask questions, propose solutions, make decisions, design experiments.
Draws reasonable conclusions from evidence.
Records observations and explanations.

Elaborate Challenge and extend students’ conceptual understanding and skills.  Through new experiences, the students develop deeper and broader understanding, more information, and adequate skills.

Expects students to use vocabulary, definitions and explanations provided previously in new context.
Encourages students to apply the concepts and skills in new situations.
Reminds students of alternative explanations.
Refers students to alternative explanations.

Checks for understanding among peers.
Answers open-ended questions by using observations, evidence, and previously accepted explanations.
Demonstrates an understanding or knowledge of the concept or skill.
Evaluates his or her own progress and knowledge.
Asks related questions that would encourage future investigations.

Evaluate Encourage students to assess their understanding and abilities and provide opportunities for teachers to evaluate student progress.

Refers students to existing data and evidence and asks, What do you already know?  Why do you think...?
Observes students at they apply new concepts and skills.
Assesses students’ knowledge and/or skills.
Looks for evidence that students have changed their thinking.
Allows students to assess their learning and group process skills.
Asks open-ended questions such as, Why do you think…?  What evidence do you have?  What do you know about the problem?  How would you answer the question?